Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)